Mentors Could You Please Complete the Survey
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Teachers and Mentors: We are asking the Junior class to assess our school climate and our culture today. After the class starts please allow a few minutes for them to complete the surveys.
Mentors could you please complete the survey
Teachers please encourage your students to take home and bring back the surveys for their parents. The first 200 surveys returned to room 316 will get a coupon for a free Chick-Fil-A
TOLERANCE
Purpose: Encourage students to develop a respect for individual differences, values, and beliefs of other people. Acceptance of other people for their opinions, practices, and cultures. Demonstrate the collective strength of diverse people working together for a common purpose. Evaluate our tendency to stereotype and unfairly prejudge people.
Materials: Profile handouts, pens/pencils
Quote: “Tolerance is the foundation of democracy and human rights. Intolerance in multi-ethnic, multi-religious or multicultural societies leads to violations of human rights, violence or armed conflict.” 1995 United Nations Year for Tolerance
Lesson One: “What is ‘Tolerance’?” (Allow 10 minutes)
What is your interpretation of ‘tolerance’? Discuss Does ‘tolerance’ elicit a positive or negative thought? Why? What terms would present a more positive attitude? Examples- appreciation, acceptance, respect, etc. From a corporate perspective, what are benefits of ‘tolerance’ in the workplace and among the workforce? Examples-best and brightest employees, better retention of employees, and all of this equates to more profit $$$ Where do we set boundaries on what is and is not ‘tolerable’? What are examples of intolerable behaviors? How do we counter intolerant attitudes? Examples: Laws – enforce human rights, ban and punish hate crimes, Discourage discrimination Education – intolerance is generally rooted in ignorance and fear of people different from ourselves Individual Awareness – Am I a tolerant person? Do I stereotype people? Do I reject those who are different from me? Do I blame my problems on them? The United Nations proclaimed 1995, its fiftieth anniversary, the ‘International Year for Tolerance’. It defined ‘tolerance’ as: “The appreciation of diversity, the ability to live and let others live, the ability to adhere to one’s convictions while accepting that others adhere to theirs, the ability to enjoy one’s rights and freedoms without infringing on those of others, tolerance has always been considered a moral virtue.”
Lesson Two: “A Day in the Life of Someone Else” (Allow 30 minutes)
Group Exercise Part One: Divide the class into 4 groups Provide each group with one profile/description of a person who may possibly teach or attend school at KMHS Each group must give their character (1) a name, address, and detailed description, (2) key beliefs, values, and behaviors, and (3) record their answers on the handout Select a group spokesperson and work together for about 10 minutes to develop a thorough description Part Two: Have each group present their completed profile/description As each profile is presented, discuss what potential difficulties/obstacles each person might face as they attend school/work?
Part Three: (Group Discussion) Explain how we tend to stereotype and prejudge people? Why do we do this? How do these become ingrained in our minds? How do we diffuse these thoughts? Who are some well-known individuals, who prove these stereotypes false?
The Lockheed-Martin, Marietta Diversity Council contributed ideas to the ‘Tolerance’ lesson plan.
“ A Day in the Life of Someone Else”
Character Profile/Description No. 1 Hispanic decent, female, age-17
Name: ______
Current Address: ______
Physical Description:
Key Values, Religious Affiliations, Beliefs, Behaviors:
Type of Music This Person Enjoys:
Type and Description of Person’s Vehicle:
Type of Restaurant This Person Might Frequent:
Extra-curricular Activities:
“ A Day in the Life of Someone Else” Character Profile/Description No. 2
Middle Eastern decent, female, age-25, wears full chador or burqa
Name: ______
Current Address: ______
Physical Description:
Key Values, Religious Affiliations, Beliefs, Behaviors:
Type of Music This Person Enjoys:
Type and Description of Person’s Vehicle:
Type of Restaurant This Person Might Frequent:
Extra-curricular Activities: “ A Day in the Life of Someone Else” Character Profile/Description No. 3
Jamaican decent, male, age-39, Rastafarian
Name: ______
Current Address: ______
Physical Description:
Key Values, Religious Affiliations, Beliefs, Behaviors:
Type of Music This Person Enjoys:
Type and Description of Person’s Vehicle:
Type of Restaurant This Person Might Frequent:
Extra-curricular Activities: “ A Day in the Life of Someone Else” Character Profile/Description No. 4
European decent, male, age-15, hip-hop culture
Name: ______
Current Address: ______
Physical Description:
Key Values, Religious Affiliations, Beliefs, Behaviors:
Type of Music This Person Enjoys:
Type and Description of Person’s Vehicle:
Type of Restaurant This Person Might Frequent:
Extra-curricular Activities: “ A Day in the Life of Someone Else”
Instructor’s Copy Character Profiles/Description:
(1) Hispanic decent, female, age-17
(2) Middle Eastern decent, female, age-25, wears full chador or burqa
(3) Jamaican decent, male, age-39, Rastafarian
(4) European decent, male, age-15, hip-hop culture
Descriptions to fill in:
Name: ______Current Address: ______Physical Description:
Key Values, Religious Affiliations, Beliefs, Behaviors:
Type of Music This Person Enjoys:
Type and Description of Person’s Vehicle:
Type of Restaurant This Person Might Frequent:
Extra-curricular Activities: